Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
Planning
Reading Comprehension Strategy
Making Inferences
Reading Development Level
Advancing (With what grade level are you TEKS aligned? Second grade?)
Research-based Instructional Strategies
Cues and Questions, Classifying, and Comparing
Lesson Length
2 session
Purpose
The purpose of this lesson is to differentiate between background knowledge and text evidence and to use both techniques in order to make inferences when reading both fiction and non-fiction text.
Objectives
At the end of the lesson students will be able to
1. Complete a graphic organizer. (Using notemaking format or complete sentences?)
2. Make inferences using reader's background knowledge (schema) and text evidence.
3. Compare reader's background knowledge (schema) and text evidence and explain why we need both to make inferences.
Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books) Eloise’s Summer Vacation by Lisa McClatchy Fox at School by James Marshall Secret Agent Splat by Rob Scotton
Materials
2 backpacks filled with items for a detective mystery
Brochures for different places (zoo, museum, etc.)
Rubric
Equipment
Projector
Computer
Document Camera
Collaboration
The teacher-librarian works with half of the class on one lesson (focus on background knowledge) and the classroom teacher works with the other half of the class on a different lesson (focus on text evidence). They switch groups so that the whole class gets to experience both lessons. Both groups come together for a read aloud and both teachers model completing a Venn diagram using think alouds.
Assessment
The students' verbal participation in the backpack lesson will assess their ability to apply background knowledge. The students' completed matrix during vacation lesson will asses their ability to use text evidence to make inferences. The student participation in group inference chart will assess their ability to distinguish between inferences made using background knowledge and/or text evidence.
Standards (from the TEKS or other state standards) (TEKS grade level should be indicated.)
Reading and/or writing
2.9.F make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions
2.10.C support interpretations or conclusions with examples drawn from text
Fig. 19 D make inferences about text using textual evidence to support understanding
Listening and speaking
2.29 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
Other content areas Educational technology(?) Information literacy (or AASL Indicators)
1.1.2:
Use prior and background knowledge as context for new learning.
1.1.6:
Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2:
Organize knowledge so that it is useful.
Implementation
Process
Day 1 Motivation
Show students the Brainpopjr video on making an inference. After the video ask students to list some of the things we need to do to make an inference. Students will probably not give the proper vocabulary, this is an opportunity to teach the vocabulary. When they say "I use what I already know" explain that we call that background knowledge. Or when they say "I use the clues in the book," tell them we call that text evidence. Tell them that they are going to be detectives and they will have to use their background knowledge and text evidence to solve two mysteries.
How could you involve both educators in the motivational set for our lesson. One educator could easily open this lesson as described. What about providing a skit that previews each of the mysteries?
Student-friendly objectives
1. Record background knowledge and/or text evidence on a Venn diagram.
2. Use background knowledge and text evidence to make an inference.
3. Classify background knowledge and text evidence on a category matrix.
Back Pack Lesson Presentation
Read: Secret Agent Splat by Rob Scotton. Cue: As we read the book, students will be asked to identify some of Agent Splats evidence and categorize it as background knowledge or text evidence. Teacher will tell students about the bag mix up she experienced while on vacation, and how important it is to return the backpack to its owner. The teacher will display objects from the backpack and have students submit one word descriptions about the items—engaging background knowledge. The students will also use information to build a graphic organizer. The teacher will introduce text evidence by sharing with the class photos of her 3 new friends she met, and tell the class the bag belongs to one of the three of them. The teacher submits a brief description along with the pictures, in hopes that the class can access background knowledge and utilize text evidence to pinpoint the owner of the backpack.
Student participation procedures
1. Analyze backpack and contents.
2. Use backpack matrix to sort evidence.
3. Decide which person owns the bag based on matrix results.
Guided practice
The teacher will walk the room, observing discussions, and asking individual group questions abut responses.
Brochure Lesson Presentation - Read: Eloise’s Summer Vacation by Lisa McClatchy. Cue: As we read think about some of the details that the book gives about the different places Eloise visits. Tell the students that over the holiday you went on a trip. Show them the brochures and tell them that you picked them up in the hotel lobby and you visited several of these places and wrote the students letters about the places you visited. Tell students that they will have to be detectives and use the clues in the letters and the brochures to find out where you went. Project a copy of the matrix using the document camera. Talk about some of the things in the letter and question the students about their background knowledge. List some of their answers on the matrix. Show students the brochures again and ask students which place the letter might be talking about. Look at the brochures students choose to see if the text or pictures match the description in the letter. Project the brochures using the document camera and model looking for text evidence in the brochure to match the letter. Write these in the matrix. Have students decide which place matches the letter and give reasons for their decision. Write the place on the matrix. Divide students into groups of 2 or 3 and have them complete the next box on the matrix with their group.
Student practice procedures
1. Read the letter with their group.
2. Talk with partner about any background knowledge they have regarding details in the letter.
3. Write down their ideas on the matrix.
4. Look at the brochures and choose one or two that they think match the letter.
5. Look at the text and pictures in the brochures to see if it supports what is written in the letter.
6. Write down the text evidence on the matrix
7. Decide which brochure matches the letter and write it on the matrix.
If time allows they can get another letter and repeat the steps.
Guided practice
Educator walks around and monitors small groups. Educator gives support with cues and questioning to students that may be struggling with background knowledge and/or finding text evidence in brochures.
Closure
Bring the two groups back together and remind them that they will switch activities the next day. Review the vocabulary. Ask students to give definitions and/or examples of background knowledge, text evidence, and making an inference.
Day 2 - Students will switch groups and do the Backpack lesson and Brochure lesson for the first half of the session.
Whole Group Lesson Presentation
Students will gather together and both educators will present this lesson. Cue: tell students that they have been practicing using background knowlegde and text evidence to make an inference. Tell students that they are going to use those skills to make inferences in the story they are getting ready to read aloud. One educator will read Fox at School by James Marshall and the other educator will fill in the Inference Chart. (Project the Inference Chart using the document camera). During the read aloud both educators will model think-alouds. One educator will model background knowledge and the other will model text evidence. For example on page 6 the author states that "Fox held his breath." One educator will think-aloud "I wonder why fox held his breath. I know that when I am nervous or scared I sometimes hold my breath." Write this under background knowledge. The other educator will think aloud "I think he is nervous because the text on page 1 says, 'Fox wanted a part in the school play' and he is waiting to hear who got the part." Write this under text evidence. In the final box write "I think fox is feeling nervous, because he wants a part in the play." Model several examples before asking students to come up with their own background knowledge and text evidence. Have students share these with the class and write them down on an Inference Chart.
Student participation procedures
1. Listen to the educators as they read aloud and think-aloud.
2. Raise hand and give examples of background knowledge or text evidence.
3. Raise hand and share their inference and explain how they developed their inference.
Guided practice
The goal is for all students to contribute an example of background knowledge, text evidence, or inference and to be able to explain their thinking. Educators will monitor students' participation.
Closure
Ask students to give definitions and/or examples of background knowledge, text evidence, and making an inference. Ask students why they think authors use inference in their writing and how making an inference might be important in their daily lives.
Reflection
Why is making an inference important to comprehension?
How do background knowledge and text evidence help us make inferences?
Can we make good inferences just using background knowledge or just using text evidence?
Extensions(Moreillon 15, 17)
Students can create stories about a place they would like to visit, without naming the location, but providing evidence. They can exchange stories with a partner, and use background knowledge and text evidence—organized on a graphic organizer—to determine the location being described.
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.
Dr. M.
- Reading Comprehension Strategy
Making Inferences- Reading Development Level
Advancing (With what grade level are you TEKS aligned? Second grade?)- Research-based Instructional Strategies
Cues and Questions, Classifying, and Comparing- Lesson Length
2 session- Purpose
The purpose of this lesson is to differentiate between background knowledge and text evidence and to use both techniques in order to make inferences when reading both fiction and non-fiction text.- Objectives
At the end of the lesson students will be able to1. Complete a graphic organizer. (Using notemaking format or complete sentences?)
2. Make inferences using reader's background knowledge (schema) and text evidence.
3. Compare reader's background knowledge (schema) and text evidence and explain why we need both to make inferences.
- Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books)Eloise’s Summer Vacation by Lisa McClatchy
Fox at School by James Marshall
Secret Agent Splat by Rob Scotton
Websites (including pathfinders)
http://www.brainpopjr.com/readingandwriting/comprehension/makeinferences/
Graphic organizers
Graphic organizers (Category Matrix, Venn)
Materials
2 backpacks filled with items for a detective mystery
Brochures for different places (zoo, museum, etc.)
Rubric
Equipment
Projector
Computer
Document Camera
- Collaboration
The teacher-librarian works with half of the class on one lesson (focus on background knowledge) and the classroom teacher works with the other half of the class on a different lesson (focus on text evidence). They switch groups so that the whole class gets to experience both lessons. Both groups come together for a read aloud and both teachers model completing a Venn diagram using think alouds.- Assessment
The students' verbal participation in the backpack lesson will assess their ability to apply background knowledge. The students' completed matrix during vacation lesson will asses their ability to use text evidence to make inferences. The student participation in group inference chart will assess their ability to distinguish between inferences made using background knowledge and/or text evidence.- Standards (from the TEKS or other state standards) (TEKS grade level should be indicated.)
Reading and/or writing2.9.F make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions
2.10.C support interpretations or conclusions with examples drawn from text
Fig. 19 D make inferences about text using textual evidence to support understanding
Listening and speaking
2.29 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
Other content areas
Educational technology (?)
Information literacy (or AASL Indicators)
1.1.2:
Use prior and background knowledge as context for new learning.
1.1.6:
Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2:
Organize knowledge so that it is useful.
Implementation
- Process
Day 1Motivation
Show students the Brainpopjr video on making an inference. After the video ask students to list some of the things we need to do to make an inference. Students will probably not give the proper vocabulary, this is an opportunity to teach the vocabulary. When they say "I use what I already know" explain that we call that background knowledge. Or when they say "I use the clues in the book," tell them we call that text evidence. Tell them that they are going to be detectives and they will have to use their background knowledge and text evidence to solve two mysteries.
How could you involve both educators in the motivational set for our lesson. One educator could easily open this lesson as described. What about providing a skit that previews each of the mysteries?
Student-friendly objectives
1. Record background knowledge and/or text evidence on a Venn diagram.
2. Use background knowledge and text evidence to make an inference.
3. Classify background knowledge and text evidence on a category matrix.
Back Pack Lesson
Presentation
Read: Secret Agent Splat by Rob Scotton. Cue: As we read the book, students will be asked to identify some of Agent Splats evidence and categorize it as background knowledge or text evidence. Teacher will tell students about the bag mix up she experienced while on vacation, and how important it is to return the backpack to its owner. The teacher will display objects from the backpack and have students submit one word descriptions about the items—engaging background knowledge. The students will also use information to build a graphic organizer. The teacher will introduce text evidence by sharing with the class photos of her 3 new friends she met, and tell the class the bag belongs to one of the three of them. The teacher submits a brief description along with the pictures, in hopes that the class can access background knowledge and utilize text evidence to pinpoint the owner of the backpack.
Student participation procedures
1. Analyze backpack and contents.
2. Use backpack matrix to sort evidence.
3. Decide which person owns the bag based on matrix results.
Guided practice
The teacher will walk the room, observing discussions, and asking individual group questions abut responses.
Brochure Lesson
Presentation -
Read: Eloise’s Summer Vacation by Lisa McClatchy. Cue: As we read think about some of the details that the book gives about the different places Eloise visits. Tell the students that over the holiday you went on a trip. Show them the brochures and tell them that you picked them up in the hotel lobby and you visited several of these places and wrote the students letters about the places you visited. Tell students that they will have to be detectives and use the clues in the letters and the brochures to find out where you went. Project a copy of the matrix using the document camera. Talk about some of the things in the letter and question the students about their background knowledge. List some of their answers on the matrix. Show students the brochures again and ask students which place the letter might be talking about. Look at the brochures students choose to see if the text or pictures match the description in the letter. Project the brochures using the document camera and model looking for text evidence in the brochure to match the letter. Write these in the matrix. Have students decide which place matches the letter and give reasons for their decision. Write the place on the matrix. Divide students into groups of 2 or 3 and have them complete the next box on the matrix with their group.
Student practice procedures
1. Read the letter with their group.
2. Talk with partner about any background knowledge they have regarding details in the letter.
3. Write down their ideas on the matrix.
4. Look at the brochures and choose one or two that they think match the letter.
5. Look at the text and pictures in the brochures to see if it supports what is written in the letter.
6. Write down the text evidence on the matrix
7. Decide which brochure matches the letter and write it on the matrix.
If time allows they can get another letter and repeat the steps.
Guided practice
Educator walks around and monitors small groups. Educator gives support with cues and questioning to students that may be struggling with background knowledge and/or finding text evidence in brochures.
Closure
Bring the two groups back together and remind them that they will switch activities the next day. Review the vocabulary. Ask students to give definitions and/or examples of background knowledge, text evidence, and making an inference.
Day 2 - Students will switch groups and do the Backpack lesson and Brochure lesson for the first half of the session.
Whole Group Lesson
Presentation
Students will gather together and both educators will present this lesson. Cue: tell students that they have been practicing using background knowlegde and text evidence to make an inference. Tell students that they are going to use those skills to make inferences in the story they are getting ready to read aloud. One educator will read Fox at School by James Marshall and the other educator will fill in the Inference Chart. (Project the Inference Chart using the document camera). During the read aloud both educators will model think-alouds. One educator will model background knowledge and the other will model text evidence. For example on page 6 the author states that "Fox held his breath." One educator will think-aloud "I wonder why fox held his breath. I know that when I am nervous or scared I sometimes hold my breath." Write this under background knowledge. The other educator will think aloud "I think he is nervous because the text on page 1 says, 'Fox wanted a part in the school play' and he is waiting to hear who got the part." Write this under text evidence. In the final box write "I think fox is feeling nervous, because he wants a part in the play." Model several examples before asking students to come up with their own background knowledge and text evidence. Have students share these with the class and write them down on an Inference Chart.
Student participation procedures
1. Listen to the educators as they read aloud and think-aloud.
2. Raise hand and give examples of background knowledge or text evidence.
3. Raise hand and share their inference and explain how they developed their inference.
Guided practice
The goal is for all students to contribute an example of background knowledge, text evidence, or inference and to be able to explain their thinking. Educators will monitor students' participation.
Closure
Ask students to give definitions and/or examples of background knowledge, text evidence, and making an inference. Ask students why they think authors use inference in their writing and how making an inference might be important in their daily lives.
Reflection
Why is making an inference important to comprehension?
How do background knowledge and text evidence help us make inferences?
Can we make good inferences just using background knowledge or just using text evidence?
Students can create stories about a place they would like to visit, without naming the location, but providing evidence. They can exchange stories with a partner, and use background knowledge and text evidence—organized on a graphic organizer—to determine the location being described.
Rubric
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.